Publications

* Copyright notice: The linked PDFs are pre-print versions of the manuscripts. This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders.

Refereed Journal Articles

McCarthy, K. S., Watanabe, M. +, Dai, J., & McNamara, D. S. (in press). Personalized learning in iSTART: Past modifications and future design. Journal of Research on Technology in Education.

Tao, C. , Scott, K. A. & McCarthy, K. S. (in press). Do African American male and female adolescents differ in technological engagement?: The effects of parental encouragement and adolescents' technological confidence. Sex Roles.  https://doi.org/10.1007/s11199-020-01134-0

 

McCarthy, K. S., McNamara, D. S., Solnyshkina, M. I., Tarasova, F. K., & Kupriyanov, R. V. (2019). The Russian Language Test: Towards assessing comprehension in Russian. Science Journal of Volgograd State University. Linguistics, 18(4), 231-247. https://doi.org/10.15688/jvolsu2.2019.4.18

McNamara, D. S., Roscoe, R., Allen, L., & Balyan, R., McCarthy , K. S. (2019). Literacy: From the Perspective of Text and Discourse Theory. Journal of Language and Education, 5(3), 56-69. https://doi.org/10.17323/jle.2019.10196. [PDF]

McCarthy, K. S. & Goldman, S. R. (2019). Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction, 60, 245-251. https://doi.org/10.1016/j.learninstruc.2017.12.004 [PDF]

 

​McCarthy, K. S., Guerrero, T. G., Kent, K., Allen, L. K., McNamara, D. S., Chao, S., Steinberg, J., O’Reilly, T., & Sabatini, J. (2018). Comprehension in a scenario-based assessment: Domain and topic-specific background knowledge. Discourse Processes, 55, 510-524. https://doi.org/10.1080/0163853X.2018.1460159  [PDF]

McCarthy, K. S., Likens, A. D., Johnson, A. M., Guerrero, T. A., & McNamara, D. S. (2018). Metacognitive overload!: Positive and negative effects of metacognitive prompts in an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 28, 420-438. https://doi.org/10.1007/s40593-018-0164-5 [PDF]

Yukhymenko-Lescroart, M., Briner, S. W., Lawless, K., Levine, S., Magliano, J. P., Burkett, C., McCarthy, K. S., Lee, C. D., & Goldman, S. R. (2016). Development and initial validation of the Literature Epistemic Cognition Scale (LECS). Learning and Individual Differences, 51, 242-248. http://dx.doi.org/10.1016/j.lindif.2016.09.014 [PDF]

 

McCarthy, K. S. (2015). Reading beyond the lines: A critical review of cognitive approaches to literary interpretation and comprehension. Scientific Study of Literature, 5, 99- 128. https://doi.org/10.1075/ssol.5.1.05mcc [PDF]

 

McCarthy, K. S. & Goldman, S. R. (2015). Comprehension of short stories: Effects of task instructions on literary interpretation. Discourse Processes, 52, 585-608. https://doi.org/10.1080/0163853X.2014.967610  [PDF]

Book Chapters

McCarthy, K. S., Watanabe, M. , & McNamara, D. S. (in press). The Design Implementation Framework: Guiding principles for the redesign of a reading comprehension intelligent tutoring system. In M. Schmidt, A. Tawfik, Y. Earnshaw, & I. Jahnke (Eds.) Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology.

McNamara, D. S., Allen, L. K., McCarthy, K. S., & Balyan, R. (2018). NLP: Getting Computers to Understand Discourse. In K. Millis, Long, D., Magliano, J. & Wiemer, K. (Eds.) Deep learning: Multi-Disciplinary Approaches (pp. 224-236). Routledge. [PDF]

McCarthy, K. S., Kopp, K. J., Allen, L. K., & McNamara, D. S. (2018). Methods of studying text: Memory, comprehension, and learning. In H. Otani & B. Schwarz (Eds.), Research Methods in Human Memory. Routledge. [PDF]

 

Johnson, A. M., Perret, C. A., Watanabe, M., Kopp, K. J., McCarthy, K. S., & McNamara, D. S. (2018). Implementing Adaptive Feedback in Intelligent Tutors for Reading and Writing. In S. Craig (Ed.), Tutoring and Intelligent Tutoring Systems (pp. 221-249). Nova.

 

Goldman, S. R., McCarthy, K. S., & Burkett, C. (2015). Interpretive inferences in literature. In E. O’Brien, A. Cook, & R. Lorch (Eds.), Inferences during reading (pp. 386-415). Cambridge University Press. [PDF]

Refereed Conference Proceedings

Kim, M. K., Heidari, A., & McCarthy, K. S. (2020). Reading comprehension and mental model development: A cross-validation of methods and technologies to assess student understanding of the text. In Proceedings of the International Conference of the Learning Sciences (ICLS). Nashville, TN.
 

Kim, M. K. & McCarthy, K. S. (2020). Summary writing as a process of building a solid mental model: A global index to describe knowledge structure change. In Proceedings of the International Conference of the Learning Sciences (ICLS). Nashville, TN.

 

McCarthy, K. S. (2020). Examining students’ knowledge of disciplinary reading goals and strategies. In Proceedings of the International Conference of the Learning Sciences (ICLS). Nashville, TN.

McCarthy, K. S., Roscoe, R. D., Likens, A. D., & McNamara, D. S. (2019). Checking it twice: Does adding spelling and grammar checkers improve essay quality in an automated writing tutor? In Proceedings of the 20th International Conference on Artificial Intelligence in Education (AIED). Chicago, IL: Springer. [PDF]

McCarthy, K. S. & Hinze, S. R. (2019). Using natural language processing to assess explanation quality in retrieval practice tasks. In Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK’19). Tempe, AZ. [PDF]

 

Watanabe, M., McCarthy, K. S., & McNamara, D. S. (2019). Effects of adapting text difficulty in an intelligent tutoring system. In Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK’19). Tempe, AZ. [PDF]

 

Balyan, R., McCarthy, K. S., & McNamara, D. S. (2018). Comparing machine learning classification approaches for predicting expository text difficulty. In Proceedings of the 31st Annual Florida Artificial Intelligence Research Society (FLAIRS). Melbourne, FL: AAAI Press. [PDF].

Likens, A. D., McCarthy, K. S., Allen, L. K., & McNamara, D. S. (2018). Recurrence Quantification Analysis as a method for studying text comprehension dynamics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK’18). Sydney, Australia. [PDF]

McCarthy, K. S., Likens, A. D., Kopp, K. J., Watanabe, M., Perret, C. A., & McNamara, D. S. (2018). The “LO”-down on grit: Non-cognitive trait assessments fail to predict learning gains in iSTART and W-Pal. In Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK’18). Sydney, Australia. [PDF]

McCarthy, K. S., Soto, C., Malbran, C., Fonseca, L., Simian, M., & McNamara, D. S. (2018). iSTART-E: Reading comprehension strategy training for Spanish speakers. In Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED). London, UK. [PDF]

Ruseti, S., Dascalu, M., Johnson, A. M., McNamara, D. S., Balyan, R., & McCarthy, K. S., & Trausan-Matu, S. (2018). Scoring Summaries using Recurrent Neural Networks. In Proceedings of the 14th International Conference on Intelligent Tutoring Systems (ITS). Montreal, Canada. [PDF]
 

Balyan, R., McCarthy, K. S., & McNamara, D. S. (2017). Combining machine learning and natural language processing to assess literary text comprehension. In X. Hu, T. Barnes, A. Hershkovitz & L. Paquette (Eds.) Proceedings of the 10th International Conference on Educational Dating Mining (EDM). Wuhan, China: International Educational Data Mining Society. [PDF]

 

Johnson, A. M., McCarthy, K. S., Kopp, K., Perret, C. A., & McNamara, D. S. (2017). Adaptive reading and writing instruction in iSTART and W-Pal. In Z. Markov & V. Rus (Eds.), In Proceedings of the 30th Annual Florida Artificial Intelligence Research Society International Conference (FLAIRS). Marco Island, FL: AAAI Press. [PDF]

 

McCarthy, K. S., Jacovina, M. E., Snow, E. L. Guerrero, T. A., & McNamara, D. S. (2017). iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Du Boulay (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED). Wuhan, China: Springer. [PDF]

 

McCarthy, K. S., Johnson, A. M., Likens, A. D., Martin, Z., & McNamara, D. S. (2017). Metacognitive prompt overdose: Positive and negative effects of prompts in iSTART. In X. Hu, T. Barnes, A. Hershkovitz & L. Paquette (Eds.), Proceedings of the 10th International Conference on Educational Data Mining (EDM). Wuhan, China: International Educational Data Mining Society. [PDF]

 

Perret, C. A., Johnson, A. M., McCarthy, K. S., Guerrero, T. A., & McNamara, D. S. (2017). StairStepper: An adaptive remedial iSTART module. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Du Boulay (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), Wuhan, China: Springer. [PDF]

Campus Address:

30 Pryor St SW, Atlanta, GA 30303

Mailing Address:

College of Education & Human Development

P.O. Box 3978, Atlanta, GA 30302

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© 2019 K. McCarthy

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